Digital text/tool selection and integration: What professors teach

Tanya CHRIST, Poonam ARYA, Ming Ming CHIU

Research output: Contribution to journalArticlespeer-review


The DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit criteria literacy professors prepared preservice teachers to use in K-12 settings. Participants included 199 literacy professors (194 from USA and one each from Australia, Canada, Caribbean, Middle East and Europe). We used a multivariate outcome logit/probit model to analyze how this was related to (a) professor characteristics, (b) institution characteristics, and (c) time. Findings showed that certain professor characteristics (e.g., interest in integrating technology, being knowledgeable about digital literacies), institution characteristics (e.g., access to equipment, professional development, technical support, incentives), and time to plan and practice integration were related to literacy professors’ increased preparation of preservice teachers to use digital text or tool selection and integration. These findings provide specific ways to improve literacy teacher preparation by providing specific kinds of supports. Copyright © 2023 the author.
Original languageEnglish
Pages (from-to)1-16
JournalJournal of Education and Learning
Issue number3
Early online dateMar 2023
Publication statusPublished - 2023


Christ, T., Arya, P., & Chiu, M. M. (2023). Digital text/tool selection and integration: What professors teach. Journal of Education and Learning, 12(3), 1-16.


  • Literacy
  • Teacher preparation
  • Technology selection
  • Technology integration
  • Survey study


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